Rabkwan's Curriculum studies notebook

• FUFTS
• ART
• TUFTS
• ART ED
• FTS
• TUFTS ART ED

• Tufts University Curriculum Studies Spring 2026
• Contents
• 1. CREATING
• 2. RESPONDING
• 3. CONNECTING
• 4. PRESENTING
• TUFTS ART ED

ASI: Generate and conceptualize artistic ideas and work

NAME Zion DeJesus

O ART UNIT 7: FINAL PROJECT

OUR PROJECT (2 PRODUCTS, OBJECT, AND/OR IMAGE)

REMENTS

MUST CREATE 2 OBJECTS (SCULPTURE) OR IMAGES (PAINTING/DRAWIN CHOICE

RIALS ARE YOUR CHOICE

MUST PLAN A TIMELINE ON HOW THIS WORK WILL GET DONE ON THU ARY 29TH.

MUST WORK ALL "WORK DAYS" DO NOT PLAN FOR OFF DAYS, YOU C ESEARCH OR EXPERIMENTAL DAYS

COMPLETE ALL PAGES OF THE PLANNING PACKET BEFORE STARTING ORK. THE GRADING RUBRIC IS FOR THE END OF THE PROJECT.

• FRIDAY
• THURSDAY
• MONDAY
• TUESDAY
• WEDNESDAY
• WORK
• WORK DAY
• PLANNING
• PLANNING PLANNING
• DENT PROJECT
• WORI
• WORK DAY
• WORK DAY
• WORK DAY
• WORK DAY
• DENT PROJECT
• WORK DAY
• WORK DAY
• WORK DAY
• WOR
• NO SCHOOL
• CLAY: FIRE 1 (BISQUE)
• DENT PROJECT
• WORK DAY
• SUMMATIVE DUE
• WORK DAY
• WORK DAY
• + PLANNING SHEET
• CLAY FIRE 2 (GLAZE)
• YOUR WORK ABOUT?
• FEELINGS
• IMAGINATION
• MEMORIES
• D OF MATERIALS
• NEED FOR THIS CLAY COLLAGE
• PAINT
• DRAWING
• FASHION
• TERIALS NEEDED:
• DURSES
• NEED TO THIS YOUTUBE HOW
• LAPTOP FOR BOOK FOR TO VIDEO
• REFRANCE
• REFERENCE
• Planning sheet for summative
• Example of Product from a plan
• CREATING AS1

Eileen

During the last unit all my students are working on their final projects. The project prompt is to create two pieces that discuss at least one of the three emotions, memories, or an observation. Students are free to explore a range of materials (painting, sculpture, drawing, fiber arts) and use them in a way that helps them express their ideas. The class I was most drawn to was my second period course all upperclassmen as well as team exceptional students. In this class students are generating and conceptualizing artistic ideas in a multitude of ways.

planning through sketching using personal references/memories playing with collaboration playing with scale and color

Enduring Understanding: Through artmaking, students make meaning through investigation of materials and personal research.

Essential Question(s): How does engaging with new materials inspire new ideas? How does art help us create original or personal ideas? How can we overcome challenges when we are creating something for the first time?

MS. C

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ASI: Generate and conceptualize artistic ideas and work

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and light blue). This image is island in florida because live been on an an island to florida and it looked very beatiful and calm.

U6: FL

DESCRIBE YOUR OBJECT OR IMAGE #2, WHAT MATERIALS, WHAT COLORS, WHATS THE VIBE OF THE WORK?

Image #2 I wanted to repersent my Culture by making a collage

U FINA and using items from my Culture and organize it in my flag. This sei's a very Exciting viac for most who isn't aware of my culture and even for us dominican's. For this I need to Of it

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• MS. C

ASI: Generate and conceptualize artistic ideas and work

Many of the students worked on a planning sheet for a week before starting the project which helped them organize and develop artistic ideas for their final pieces.

What I noticed:

Students are able to plan and organize a schedule to distribute workload

• Students sketched out broad ideas

Used variety of research method strategies

Developed artistic ideas through the form of writing

GRADES TO EXPECT FROM (ALL SUMMATIVE GRADES) 1.PLANNING PACKET GRADE

• 2. WEEKLY PY GRADE (3)
• 3. PRODUCT 1
• A. PRODUCT 2.GRADE

Student collage still life of their culture

Marie Ange Blais Tien Xuan Phan Nhơn Ngọc Nguyen Josue Castro River Gabriel Garcia Aviles

Ruiz Guine wid Gezahega Dejene Sym Ch

• Alex aped Martinez" azon-Rayo
• The Wrong ICHIS MELTING
• Immigrants M America Great

Student political art about current events

Enduring Understanding: Through the use of an art planning sheet, students connect their artwork to larger concepts such as identity, culture, emotion, or social issues. This process encourages critical thinking and intentional decision-making as students plan for a long-term project, including the materials, time, and steps needed to successfully complete their work.

Essential Question(s): Why is planning an important part of the artistic process? How do an artist's choices of materials, time, and techniques affect the final artwork? How can careful planning help an artist successfully complete a long-term project?

MS. C

ASI: Generate and conceptualize artistic ideas and work

Students in this project also practiced refining, completing artistic work, and starting again.

• Students overcame tough challenges when kiln broke their clay sculptures and refined their alternative pieces

• Students found new materials to help them create new outcomes Students were able to start over

Discuss their choices with peers

Add fine details over multiple classes

Ask for critique to improve on their art from peers and teachers

Plaster alternative used from plasticine clay they used as drafts before their ceramc clay projects

IN During class a major challange we were hit with was when multiple students clay pieces popped in the kiln. This was due to the pieces being not carved enough and too thick for the heat. This cuase many students to be disheartned about projects they worked hard on over several days but many were able to over come this by starting a new.

Enduring Understanding(s): Artists face challenges all the time, and it is up to them to find solutions and learn to adapt.

Essential Question(s): What role does perseverance play in creating? How do artists change their works overtime? How can artists learn from their process and adapt to it when external factors come into play?

ngel

MS. C

AS2: CREATING/ORGANIZE AND DEVELOP ARTISTIC VOICE

Many students in this unit used this final project as an opportunity to not only share their cultural voice but develop their artistic voice through medium

• This student is a highschooler and felt more comfortable organizing his artistic ideas through planning. He is also able to use previous unit like our printmaking & craving block lessons to create this piece

• He was also able to remember and implement the printmaking process steps and safety procedures when it comes to using our carving tools

• He used the dark ink to express his hardships he is going through with a court case he is facing and wants to overcome.

LAW

CREATING AS2

COMPARE & CONTRAST OF DIFFERENT AGE GROUPS WAY OF ORGANIZING & DEVELOPING ARTISTIC VOICE

For this middle school student's artwork, the piece was not developed through a draft but through experimentation of material. Materials like black paper, craypals and stamps helped the student organize his creative ideas and begin developing his artistic voice. He ultimately decided to create a basketball constellation using mixed media. Throughout the process, we engaged in trial and error while experimenting with different ways to create stars.

Enduring Understanding(s): Artistic ideas and personal voice can develop over time differently depending on the students way of learning. Organizing artistic ideas comes with trial and error because of material, process factors.

Essential Question(s): How can experimenting with different materials help solidify artists ideas? In what ways does trial and error contribute to an artist's creative process? How do artists discover and express their personal voice through making? How can transformation of past works inspire artistic choices?

TEACHER NAME

• AS3: REFINE AND COMPLETE ARTISTIC WORK
• CREATING AS2
• Refinement in students' work looks like:

Add finer details critiquing ones work

• removing or covering up messy areas glazing/finish on paintings or clay sculptures enhancing certain details gluing broken parts together testing out displays for final works

Refining sculptures through alternative processes

MS. C

GOALS FOR THIS SEMESTER weResponding g colors for AS7: Perceive and analyze artistic work

Want to r mo i

ESSENTIAL QUESTION(S):

NAME: Layla li Duving Molina now me

• She/her
• PRONOUNS:
• GRADE/AGE: 8th/14

How do my own goals shape my identity?

How does learning about art help me express my identity?

THIS FIGURE INTO YOU!

AT ARE THE IMPORTANT PARTS OF YOUR ENTITY? (COLORS, CULTURE, HAIR, PERSONAL YLE, COMMUNITY, ETHNICITY)

OU CAN DRAW & WRITE:

WHAT KINDS OF ART HAVE YOU DONE, VANT TO TRY.AND FEEL CHALLENGED Y?

Painting, drawing, sculpture, printmaking

Painting, drawing, sculpting

What can we learn from students' responses about their understanding of themselves?

HAT TYPE OF LEARNER ARE YOU?

As seen in their work, students expressed themselves through a wide range of styles, clothing, and visual choices, each bringing something personal and meaningful into the art isual Listener. Reader/Writer. Hands-on.

HAT LANGUAGE DO YOU COMMUNICATE BEST IN?

spañol, Francés, English, criollo itiano, criolo cabo-verdiano, vietnamita

WHAT ARE YOUR INTERESTS & PASSIONS? Sports, Music, Reality TV, Fashion, Movies, Cooking, ect.

my interets are Music, Soft Ball, DALS FOR THIS SEMESTER want to be better at mixing colors for my paintings!"

I want to shade 99 Better.

Dance room.

RESPONDING AS7 www

Every drawing reflected a unique sense of self and experience. It is important to cultivate this kind of motivated engagement from the very first day of class, as it sets the tone for the type of creative, reflective, and identity-driven work students will continue to develop throughout the semester.

Individual reflection on students' own identities and drawings is just as important as understanding how art reflects the world around us. On the first day of the semester, I intentionally began with a low- stakes artmaking activity as a "get to know you" exercise to better understand the kinds of students I would be working with. The questions students responded to not only helped me learn more about them as individuals, but also allowed me to think intentionally about how to support their learning and scaffold different learning styles across the class as a whole.

et to know me

PRONOUNS: he him GRADE/AGE: 15 grade &

TURN THIS FIGURE INTO YOU! WHAT ARE THE IMPORTANT PARTS OF YOUR IDENTITY? (COLORS, CULTURE, HAIR, PERSONAL STYLE, COMMUNITY, ETHNICITY) YOU CAN DRAW & WRITE: WHAT KINDS OF ART HAVE YOU DONE, WANT TO TRY.AND FEEL CHALLENGED BY?

• ex: Painting, drawing, sculpture, printmaking
• AARO drawing unime Characters
• WHAT TYPE OF LEARNER ARE YOU?

Visual Listener. Reader/Writer. Hands-on., WHAT LANGUAGE DO YOU COMMUNICATE BEST IN? Español, Francés, English, criollo haitiano, criolo cabo-, verdiano, vietnamita

WHAT ARE YOUR INTERESTS & PASSIONS Sports, Music, Reality TV, Fashion, Movies, Cook ect.

Soccer and busker

GOALS FOR THIS SEMESTER "I want to be better at mixing colors for my paintings!"

want to get a good grade.

TEACHER NAME

• NAME: Sector
• PRONOUNS:
• know me
• GRADE/AGE:
• IS FIGURE INTO YOU!
• ETHE IMPORTANT PARTS OF YOUR

? (COLORS, CULTURE, HAIR, PERSONAL COMMUNITY, ETHNICITY)

J CAN DRAW & WRITE:

AT KINDS OF ART HAVE YOU DONE, NT TO TRY.AND FEEL CHALLENGED

• WHAT TYPE OF LEARNER ARE YOU?
• RIA
• WHAT TYPE OF LEARNER ARE YOU?

Painting, drawing, sculpture, printmaking

Visual Listener. Reader/Writer. Hands-on., Visual Listener. Reader/Writer. Hands-on., WHAT LANGUAGE DO YOU COMMUNICATE BEST IN? Español, Francés, English, criollo haitiano, criolo cabo-, verdiano, vietnamita

WHAT LANGUAGE DO YOU COMMUNICATE BEST IN? WHAT ARE YOUR INTERESTS & PASSIONS? Español, Francés, English, criollo Sports, Music, Reality TV, Fashion, Movies, Cookingaitiano, criolo cabo-, verdiano, WHAT ARE YOUR INTERESTS & PASSIONS Sports, Music, Reality TV, Fashion, Movies, Cook vietnamita ect.

basketball, fashion

GOALS FOR THIS SEMESTER

"I want to be better at mixing colors for my paintings!"

I want to learn any

Pype of art ect.

OALS FOR THIS SEMESTER I want to be better at mixing colors for my paintings!"

raw realistically

I love to listen to music, Wale WHAT TYPE OF LEARNER ARE YOU?

4+/movies I play basketball Cooking, and food

Visual Listener. Reader/Writer. Hands-on., WHAT LANGUAGE DO YOU COMMUNICATE BEST IN?

ol, Francés English criollo o, criolo cabo-, verdiano, etnamita

URN THIS FIGURE INTO YOU!

WHAT ARE THE IMPORTANT PARTS OF YOUR IDENTITY? (COLORS, CULTURE, HAIR, PERSONAL

STYLE, COMMUNITY, ETHNICITY)

YOU CAN DRAW & WRITE:

WHAT KINDS OF ART HAVE YOU DONE, WANT TO TRY.AND FEEL CHALLENGED BY?

ex: Painting, drawing, sculpture, printmaking no really

WHAT ARE YOUR INTERESTS & PASSIONS Sports, Music Reality TV, Fashion, Movies, Cook

THIS FIGURE INTO YOU!

ARE THE IMPORTANT PARTS OF YOUR ENTITY? (COLORS, CULTURE, HAIR, PERSONAL TYLE, COMMUNITY, ETHNICITY)

YOU CAN DRAW & WRITE:

WHAT KINDS OF ART HAVE YOU DONE, WANT TO TRY.AND FEEL CHALLENGED BY?

ex: Painting, drawing, sculpture, printmaking

I want to try Sculpting ect.

LS FOR THIS SEMESTER t to be better at mixing colors for my paintings!"

• lant to do HEM 3+AV my
• NAME: wander Rovero know me
• PRONOUNS GRADE/AGE
• He Him
• Painting, drawing, sculpture, printmaking MUSSE
• HIS FIGURE INTO YOU!******

E THE IMPORTANT PARTS OF YOUR (COLORS, CULTURE, HAIR, PERSONAL OMMUNITY, ETHNICITY)

CAN DRAW & WRITE: INDS OF ART HAVE YOU DONE, O TRY.AND FEEL CHALLENGED ng, drawing, sculpture, printmaking hever hrd A + class but Ived hawed befor/idk

WHAT TYPE OF LEARNER ARE YOU?

WHAT TYPE OF LEARNER ARE YOU?

How to do wht red clay an 4th use and now. I wan Do clay

• HAT TYPE OF LEARNER ARE YOU?
• Visual Listener. Reader/Writer Hands-on.
• Visual Listener. Reader/Writer. Hands-on..

WHAT LANGUAGE DO YOU COMMUNICATE BEST IN? Español, Francés, English, criollo haitiano, criolo cabo-, verdiano, vietnamita

WHAT LANGUAGE DO YOU COMMUNICATE BEST IN? Español, Francés, English, criollo haitiano, criolo cabo-, verdiano, vietnamita ual Listener. (Reader/Writer) Hands-on

TYPE OF LEARNER ARE YOU?

WHAT ARE YOUR INTERESTS & PASSIONS? Sports, Music, Reality TV, Fashion, Movies, Cooking, ect.

WHAT ARE YOUR INTERESTS & PA Sports, Music, Reality TV, Fashion, Movi ect.

Sports Basball

T LANGUAGE DO YOU COMMUNICATE BEST IN?

añol, Francés, English, criollo iano, criolo cabo-, verdiano, vietnamita

WHAT ARE YOUR INTERESTS & PASSIONS?

Sports, Music, Reality TV, Fashion, Movies, Cooking.

Listener. Reader/Writer Hands-on..

GOALS FOR THIS SEMESTER

"I want to be better at mixing colors for my paintings!"

I want to be better a turning in work an I Love & b

GOALS FOR THIS SEMESTER

"I want to be better at mixing colors for my paintings!" wont have all

NGUAGE DO YOU COMMUNICATE BEST IN? Francés English criollo criolo cabo-, verdiano, tnamita

I enjoy wh

Movies/TV

I like all american Sports watching ect.

WHAT ARE YOUR INTERESTS & PASSIONS?

Sports, Music, Reality TV, Fashion, Movies, Cooking ALS FOR THIS SEMESTER ant to be better at mixing colors for my paintings!"

• I am into all art and fashion ect.

S FOR THIS SEMESTER to be better at mixing colors for Robots and cars whh How to 99 time.

• I love the move rush hairy grate be a A+ my paintings!"

wurt.

I want to hav

AS8: Interpret intent and meaning in artistic work

When my subpracticum partner and I planned a trip to the ICA, we not only selected specific works that might inspire students for the projects we are currently working on in art class, but also created an art scavenger hunt. The scavenger hunt included guiding questions and space for responses, which students could access on their phones as they explored the museum.

I found this a helpful method for encouraging students to interpret the intent and meaning behind artworks, while also allowing me to see what each student was processing, thinking, and reflecting on. Each student responded differently to the same artworks, highlighting the individuality of their perspectives and experiences.

After we finished the ICA tour, we reconvened as a class to reflect on what we had seen. Students shared their favorite moments and discussed ideas they wanted to bring back into the classroom and incorporate into their own creative work.

RESPONDING AS8

ANA

STUDENTS TAKING PICTURES FOR DOCUMENTATION FOR SCAVENGER HUNT

NAME:Wilkendry

Responding

AS9: Apply criteria to evaluate artistic work

VALUESCALE. ESCALA DE VALOR.

PHOTO int to find

A In our class, many of the assignments we give our students, we do the art with them. By making art with the students, we help them gain a stronger understanding of the material and set high expectations. We also create artistic work that is part of the lesson, while including examples of artwork that inspire students and help them understand art from a new perspective. From our perspective, unit students respond to our own artwork, which is the photography pictured below.

Value scales, students practice drawings, and practice for one point perspective through cubes

IN NAME

By taking photos of spaces around the school, students are not only responding to artwork through black-and-white photography, but also to spaces that are familiar to them and hold close memories. I notice many students feel more naturally inclined to start their finals when they have an emotional connection to them.

PHOTO

As an artist and a teacher, I believe bringing your own art and using it as a part of teaching a lesson brings a unique perspective. Students and teachers share an experience in many simple ways. If we find ways to bridge that through art, like sharing the experience of wandering around the school, students may see the value of art as a record of their time and life as students.

OTO find feel ca rk that it

• Ewell wil
• PHOTO #4
• RESPONDING AS9 wike wilkendry
• MS. C

Connecting

AS10: Synthesize and relate knowledge and personal experiences to make art

• Parble World
• MS.C
• Mazing
• LLI

In both my middle school and high school classes, students can connect with my art in many ways. One way is for seniors to make senior tiles a mark they can leave behind before they move on to the next step in their lives. Many students come in together during study periods to work on their assignments, and many bring their cultural flags, movies that had a large impact on them, or characters they look up to.

• JAELYN
• MARIE 2024
• ARLENY M
• REPUBLICA DOMINICANA
• IVANNA
• Class an

For middle school, we just finished our unit on perspective, and students got to choose their favorite spaces in the school they roam in and draw their perspectives on them. While students may pick the same hallway, each draws the space differently.

• MERCADO
• Just a Barbie Gir
• In her Barbie World
• Cless OF 2022!
• TAINA
• LLI
• CONNECTING ASIO

Ways to connect in art

A growing collaborative art Installation (ex, ceiling tiles) Projects that prompt students to share personal ideas or literal spaces (ex, Safe space project)

Assignments and lesson plans that discuss the school itself or a community space that all students share

• TRUMEN CHECK
• HEWORK FROM UNITAT
• ORTRAITS

EAST 30 M

High schoolers also recently started their architecture unit, first learning about form and expanding it. Students added roofs, plants, and even symbols like X that they wanted in their buildings. These elements may seem vague, but they will inform our next project: building safe spaces.

Nasia

HOMEWOF CHECK IN NO HOMEWORK UNIT 3, IF YOU HAY HOMEWORK FROM UNIT 1 AND 2 YO UNIT 1 HOME WORK: 4 DRAWINGS-4 PORTRAITS-ON 4: UN ON EACH DRAW

• SPEND
• GS IN 1-POINT
• CLASSROO
• NON EACH
• R. JUST PE
• MS. C

AS10: Synthesize and relate knowledge and personal experiences to make art

Students especially younger students (middle school) I noticed really do enjoy creating their safe spaces with a variety materials. This way of using cardboard and building a small room but being intentional and detailed focused helped students think in the perspective of moving in this dream room or room that replicas a memory or exepreince that makes them feel safe. To sacffold these safe spaces because this is a broad topic that has a lot of playing parts. We brainstorm with planning sheets we think about color pallets, objects special to them, architctural elements like windows, floorin. We explored this through exploring how we can manipulate the material to create those elements to show different techniques.

• fel
• CONNECTING ASIO
• Ways to scaffold large ideas:

1. students create draft drawings on planning sheets

2. students explore how to create rooms using paper

3. students build on paper using color paper to explore interior design

4. students are then finally given cardboard to explore building

MS. C

Connecting

AS11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

Connecting in the art room can look messy-it can resemble an active space for observation, questioning, deep research, and reflection. While attending NAEA, one of my meetings introduced me to a lesson idea board where connections are guided through questions about what might be hidden or revealed. From there, students can narrow their understanding by interpreting what the images mean and reflecting on what they feel they can do in response.

In this case, students were analyzing mass media in the aftermath of a natural disaster that caused widespread destruction, affecting them or people they know and care about. This questioning approach and board format help students connect more deeply to complex, underlying issues, while also supporting me as the teacher in guiding them toward creating projects that feel meaningful and personally relevant.

WHAT DO YOU WHAT DO YOU WHAT DOES IT WHAT CAN YOU

• MEAN?
• SEE?
• NOT SEE?
• A dy sethes wid
• HOW BUSH BLEW IT
• AS THE WATERS RECEDE PHAYFORUS Newswel
• HOW BUSH
• BLEWIT
• HER
• PHO HOUSTON
• The New York Times
• THE LOS ANGELES hild copyright Patt

Mass Media Images of Hurricane Katrina and the aftermath

What do you see?

What do you NOT see? What does it mean?

What can you do?

MS. C

AS11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

Students could also display all the artworks they created as a class on a board organized around guiding questions. By placing specific pieces under particular questions, they can begin to identify themes and collaboratively curate an exhibition that connects their work into a cohesive whole.

Class art show

What do you feel what do you not see

• What do you see?
• STUDENTS
• STUDENTS
• ARTWORK
• ARTWORK
• STUDENTS
• ART
• STUDENTS
• STUDENTS
• STUDENTS
• ARTWORK
• ARTWORK
• ARTWORK

CONNECTING AS11

While this is an example of students relating to mass media during a time of destruction this guide of connecting questions can also be applied to art works in general. I think this can even be applied to critique of students works with each other.

• Art Critique
• STUDENTS ARTWORK
• What do you see?
• What do you NOT see?

What do you is the meaning of this piece?

What are some ways you would like to see it evolve?

MS. C

AS4: Analyze, interpret, and select artistic work for presentation

When listening to Peter Curran discuss his connection to Teaching for Artistic Behavior, I strongly connected with his emphasis on building community. This resonated with me because we've discussed how community can be used not only as a way of presenting art, but also as a means of connecting with other artists. It highlights the idea that presentation is just as important as the process of creating art in the studio, as it opens opportunities to meet new people and gain fresh perspectives that can be brought back into one's practice as an artist.

Some ways to collaborate and present:

• Create art shows that share multiple perspectives that bridge dialogues (Ex: folded map project which investigates what urban segregation looks like and how it impacts Chicagoans by pairing two same address homeowners together to talk and share their stories)

• Sun Kim who uses scale to present ideas that connects with many different communities. Also keeping in mind where the art is placed for which audiences to connect it with.

• PRESENTING AS4
• HAD a HAND
• PALM
• What do Artists do?
• DEAF RAGE IN EVERY DAY 5
• OF • PRACTICE TIME
• EVERYTHING is- IMPROVEMENT
• REPETION
• NO INTERPRETERS
• AT MEETINGS

•Subjects. CHILDREN'S ART & ADULT ART LOOK DON'T WANT TO STOP NORKING mater

• DIFFERENT
• WHEN THEY
• •MORE INVESTED/PERSONAL CONNECTIONS
• LEGIT RAGE (RIGHT)
• •Reflect..

EVERY CHOICES YOU REFLECT, THEN MAKE NOT FollowING A PLAN SUGGESTIONS" FROM THE TEACHER

• PEOPLE WHO ACT
• WE DON'T EXIST
• ARE HO SECRETLY
• MORE CHES
• SCARED
• OF US

•build community. - SPACE (WID THE MAKE

-CREATING IN AN OPEN SPACE, ALONGSIDE EACH

REFLEX RAGE

MS. C

AS5: Develop and refine artistic work for presentation

• Standing tower displays
• CONNECTION
• Standing Tower Display

PRESENTING AS5

This example of Reggio-inspired presentation really shaped how I think about displaying artwork—not just on flat surfaces, but in three dimensions. It highlights how presentation itself can become a kind of sculptural practice for both art teachers and students.

I find this especially important because it pushes us to consider how we engage with art within the space where it's placed. How can we create a sense of cohesion across multiple works? What happens when a display has more than one side, more than one perspective, and can be interacted with in different ways? Exploring these questions can transform how we interpret the artwork, allowing the presentation to become an active part of the artistic experience.

EB EB

Another skill that presentation brings from doing it three-dimensionally is the skills of collaboration and transformation. When student work is displayed alongside others, it changes how each piece is experienced and understood. Students begin to see how space and context can shape meaning.

This process naturally invites further decision-making. Students may choose to add elements that strengthen the overall presentation or remove parts that distract from pieces needing more attention. In this way, presentation becomes an extension of the creative process rather than a final, separate step.

Presentation isn't just the teacher's responsibility; it is an essential part of students' learning. It helps them bring a project to completion while understanding that creative work often involves revisiting and revising ideas to improve clarity and communication. In any real-world context, sharing work with others requires thoughtful editing so that the intended message is accessible.

Ultimately, engaging with presentation teaches students to consider multiple perspectives both in how their work is seen and in how it connects with others.

GER

MS. C

AS6: Convey meaning through the presentation of artistic work

Research students find a place they want to research

PLATES

WARDEERD

Place and Time in the BPL collections

Atlas of the city of Boston: Boston proper and Back Bay: from actual surveys and official plans

Atlas of the city of Boston: Boston proper and Back Bay: from actual surveys and official plans GW. Brominy & Co. Leventhal Map Education Center

Randolph Street playground. Swings and teeters Boston Public Library Arts Departme

In the early teeth century, Boston goods featured wer of different vos crammed together, and this yoo was plane of s section of the South End offers extraordinary example just a few tocks, you could find two plano factories,able machine company, mabogang mit, house, a power station for the elevated raw, un home, and much more At the cer is a space that was carved out of the buy dry for chesthe Randolph Street playground. Ubrary collections offer a window to lions of stories about how bonians have experienced the dry over time, e te children who see depicted in this photograph in the middle of their playtime

Corner of Washington & Northampton Sts. Alas has Crite, ce s

Sver gelatin prist from ell painring

Boston Public Library, Arts Department

A diverse group of Bostonians are quite about thes dergoing social, economic, and se The details of Cre's some, including the Washington Street Ervated wi

To see more, visit the Leventhal Center exhibition gallery on this floor. or visit Special Collections by taking the Glass Elevator to 30

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PRESENTING AS6

Personal students make personal connections through writing and documentation during research

While traveling around Boston, I noticed a lot of graphic and informational designs that explained the city's history. What stood out to me was how these designs didn't rely on just one form of art. Instead of only using painting to express community, maps to show change, or photography to capture time, they combined multiple approaches. I found this especially fascinating because it helps viewers engage with the space they're standing in through a new and layered experience.

I think this could inspire a really engaging art assignment. Students could research a place they want to explore more deeply- somewhere local that they can physically visit. They would go to the site, take photos, and create artwork based on their experience and research. Their focus could vary: a personal connection to the community, the architecture of the space, issues like gentrification or current changes, or the culture of that place.

Students would then create multiple pieces that connect to one another. For example, they might design a hand-drawn map with their own key, pair photographs with written research, and include a painting or drawing. Each element would contribute to a larger, cohesive exploration of the place.

ONCE THESE PARTS ARE COMBINED THERE COULD BE POTENTIAL WAYS WHERE WE CAN MAKE A WEBSITE OF ALL OF STUDENTS WORK AS WELL AS ON SCHOOL ART BOARD

Art

Students make two pieces of art that helps explain to viewers their perspective and experience to that space

MS. C